Reading manual 

DESIGNED TO ACCOMPANY FIRST FOUR BOOKS 
OF INDIANA STATE SERIES OF READERS 



BY ANNIE KLINGENSMITH 




READING MANUAL 

DESIGNED TO ACCOMPANY FIRST FOUR BOOKS 
OF INDIANA STATE SERIES OF READERS 



BY 

ANNIE KLINGENSMITH 

Primary Supervisor, Ft. Wayne, bid.; Author of 

"Household Stories ," "Norse Gods" etc. 

Primary Books of the Indiana 

State Reading Series. 



A. FLANAGAN COMPANY 

CHICAGO AND NEW YORK 









LIBRARY of C0N6RESS 
Two Copies Received 
JUL 11 1904 

n GopyrJerht Entry 

Of l j- 5 -\ 

COPY B ' 




COPYRIGHT 1904 

BY 

A. FLANAGAN COMPANY 



•>! 



AUTHOR'vS NOTE. 

The best results are secured by spending con- 
siderable time — from two to three months — in 
board work on sentences, words, and sounds be- 
fore taking up a primer. The board work is better 
suited to the conditions o'f sight present in young 
children, and a large class is more easily handled. 
This long period of board work is probably pos- 
sible in graded schools only, or in those which ap- 
proach the conditions of graded schools. The 
primer is arranged so that the very first work 
may be in the book in those schools where there 
are only a few in the beginning class, where there 
are many classes to demand the teacher's atten- 
tion, and where there is perhaps insufficient board 
room. A few in a class may be taught very well 
in this way, the work proceeding very slowly at 
first. The conditions approach those of a single 
child who learns to read at his mother's knee. 
In graded schools, where the board work can be 
done, the children will be able to read the first 
lessons very rapidly when they take the book. 

In a little book called "Blackboard Reading- 
Lessons," by the author of this manual, and pub- 
lished by A. Flanagan Co., are full directions for 

3 



AUTHOR'S NOTE 



blackboard work in every phase — sentence, word, 
sound, writing, etc., together with carefully ar- 
ranged lessons using the vocabulary common to 
this and to other late primers, which are likely 
to be supplied as supplementary reading. 



Andrew Thomas Smith, Pel. D., in "System- 
atic Methodolgy," says: 

The child possesses the ideas, and is able to 
give expression to them; we must get from him 
this expression, and then in turn give him the 
written expression of the same thoughts. 

Since it is necessary that the child should get 
himself into an appreciative state of mind before 
he can read with real expression, he must be led 
by appropriate conversation and other means into 
the state of mind to be expressed, before he under- 
takes to read aloud. 

After a few lessons by the word method, the 
child will know enough words to form sentences. 
These he will read, and the new words which are 
introduced apart from sentences will immediately 
be put into sentences. 

After a few lessons by the sentence method, the 
child will begin to detect the common elements 
in the several sentences, and will thus have his at- 
tention directed to individual words apart from 
their place in any one sentence. 



SUGGESTIONS ON EACH LESSON IN 
THE PRIMER. 

Page. 3. Let the children look at the pictures 
and tell you what they see. Then point out the 
first one and say, "What do you see here?" If 
the child answers, "A kitty," tell him to say, "I 
see a kitty." When he has said this, say, point- 
ing- to the sentence, "It says, 'I see a kitty.' " Have 
the child look at the sentence and tell what he 
sees in a natural tone. Do not call attention to 
words at this stage. Treat the other sentences in 
the same manner. 

If you give preliminary work on the board, 
write these sentences on the board, putting on 
some kind of a sketch of the required objects; or, 
better still, use real objects. This delights the 
children and always brings good expression. 

Page 4. Let the children point out the oblongs 
of color and tell the names. Let them then point 
to the accompanying words and name them. Put 
these words on the board and let the children 
compare them with those in the book and name 
them. If further exercise is desired, let the chil- 
dren point to articles of the different colors in the 
room and point out the names upon the board. 
7 



8 INDIANA READING MANUAL 

Page 5. Bring in the objects named and let the 
children handle them and talk about them a little. 
The picture in the front of the book will do for 
the yellow kitty. Any ball may be covered with 
blue cloth. A top made of the end of a spool and 
dipped into ink will answer the purpose very well. 
Distribute the objects among the children, let- 
ting each child take his turn at holding an object 
in his hand and playing that it is his. With the 
object in hand, let the child say, "My ball is 
blue," or "My kitty is yellow," etc., etc. Write 
the sentences on the board, or turn to them in the 
book and let the child with the ball read the first 
one. It is not expected that the children know 
the words, so it will be necessary here to point 
out the required sentence. 

After this lesson give a good word drill on 
all the words so far. Linger on this till the chil- 
dren know the words reasonably well. Make it 
as objective as possible. 

Point out the word see above the second les- 
son, and tell the children what it is. Take the 
ball in your hand and say, "See my ball." Let a 
number of the children do this. Then point out 
the first sentence and let them know it says the 
same thing. Let the children see if they can find 
out for themselves what the others say. Give 
such help as is necessary. At the end of this les- 
son give another word drill, using the pictures 



PRIMER 9 

on page 3 and the objects. Even crude sketches of 
these on the board, accompanied by the name of 
the object, will aid the children very much in fix- 
ing the words in mind. 

Page 6. The crudest and most mechanical 
way to teach this lesson, is to teach the words at 
the top of the page and then let the children read 
the sentences. This may be done readily enough, 
because only the first word in each sentence is 
new. A better way is to play a little game with 
the objects, confining yourself to giving the chil- 
dren the directions embodied in the sentences in 
the book. When you have just let a child find 
the ball, say, "Now I will tell you on the board 
to do that," and write the command. Go over all 
the sentences this way. Turn to the book, point 
out the first sentence, and say, "John may do 
what the first sentence says." Treat the others 
similarly. 

After this page has been finished, go back over 
the word lists, so that the children may have the 
aid of position in remembering them. This is 
right at this early stage of the work. 

Page 7. Here the words which have been 
used on previous pages are arranged in a different 
order. Let the children try to name them without 
help. Then help them to what they cannot name. 
Make use of previous pages for reference. Drill 
thoroughly on this page. 



10 INDIANA READING MANUAL 

Page 8. Let the children- talk about the pic- 
ture. Then point out the word baby above the 
lesson and tell them what it is, or say something 
to give them a hint. They should be able to read 
the first sentence without help. Then ask what 
Baby has. Do not say, "The baity,'' or the chil- 
dren will read, "The baby has a ball," instead of 
"Baby has a ball." Point out where it says so 
in the book, and let them read. Get the next sen- 
tence in the same way. Then say, "What do you 
think the girl is telling Baby to do with the ball?" 
When somebody guesses right, point out where 
it says, "Roll the ball, Baby," and have it read. 
Do the same with the other sentences. Have a 
word drill on the words in this lesson before 
taking up the next. 

Page 9. Teach this page in the same way as 
page 8. Point out the words beside the picture, 
talk about the picture and what the boy is prob- 
ably saying to the baby, then teach the lesson sen- 
tence by sentence. In the end, drill upon all the 
words found in the lesson. 

Page 10. T.ell the children this is the same 
kitty as that in the front of the book. Turn back 
and tell what color that kitty is. Discuss the pic- 
ture on page 10. Ask what the kitty can do with 
the ball and with the top. All should be able to 
read the first sentence. Tell them that the sec- 
ond tells what color my kitty is, then let them 



PRIMER 11 

read. Tell them that the next one tells that she 
is a little kitty. Then read, etc., etc., etc. At the 
end drill upon the words. 

Page ii. The children should know "See my 
little," and when they have read as far as that 
they can hardly help knowing that the last word 
is dog. They should be taught from the first to 
use their wits in this way. Then say, "What 
color is my little dog?" Then say, "He can do 
something the kitty is doing in the picture," and 
have the sentence read. Ask what he can do if 
the kitty hides, being sure to say "the kitty," and 
not kitty. Continue the lesson in the same way 
and follow it by word drill on the new words 
especially. 

Page 12. This page contains no new words. 
A review of words on the board may precede it 
very profitably, but when the children come to 
read the sentences, let them try to help them- 
selves. 

Page 13. Teach the two words beside the pic- 
ture. Then ask what the cat has. If the children 
say a ball, ask again. They will probably say, 
"The cat has a kitty or kitten." Then make some 
remarks about the kitten as a baby cat and let 
the children study the sentence. Question for the 
sentences one by one in this way. Follow the les- 
son by a word drill. 

Page 14. Point to the red flower and say, 



L.efC 



12 INDIANA READING MANUAL 

"What color is this flower?" using these exact 
words. Let the child reply in a full sentence and 
he will say, "This flower is red." Then let him 
read. Do the same in the next. After this there 
may he a little difficulty in changing the form in 
the last. Put your question, "What colored leaf 
is this?' If the children get it wrong persistently, 
simply tell them what it says. 

Page 15. Let the children point to the colored 
pictures while reading these sentences, in order to 
get good expression. When a sentence states a 
a fact which is present in the child's thought, he 
will speak it with natural expression. This page 
contains no new words. 

Page 16. Talk about the picture first. Then 
tell the children that the little girl tells, in the 
first sentence, what she has. Then let them read 
it with the thought that the little girl is speaking. 
Tell them to find in the next sentence what color 
the book is ; then read, etc., etc. Refer constantly 
to the picture. At the end let the children in 
turn impersonate the little girl and read the whole 
lesson. 

Page 17. The greater part of this page is oc- 
cupied by a review word drill. Let the children 
name these words, pointing them out with the 
finger as they do so. When a child cannot name 
one, let him keep his finger on it and look at it 
while another child names it. Let the children do 



PRIMER -^ 



all they can. Children like better to do things and 
to see other children do them, than to see grown 
people do them. Have the word balls, etc., named 
in connection with the word ball, etc. The chil- 
dren will soon learn to add s to words in this way. 
In the sound work, at the bottom of the page, 
pronounce the word it first and be sure all the 
children have the word. Then pronounce it 
slowly, separating the sounds and show the chil- 
dren where to find it in that form. Do the same 
with the word top. Then drill upon the sounds 
of the letters at the bottom of the page. Put 
these letters upon the board, giving the sounds 
repeatedly. Let the children look at your mouth 
and listen, and then give the sounds. Children 
enjoy gibberish, and will soon learn to connect 
the sounds with the letters. Do not try to give 
any artificial aid to memory, such as connecting 
the noise made by some animal with the sound of 
the letter. It is unnecessary. 

Page 1 8. Let the children know that the 
names of the objects are with the pictures. Have 
them point out the words and name them. Have 
the same words on the board, and let the children 
name them, referring to their books when neces- 
sary. Write and print the words on slips of pa- 
per' and let the children arrange them on their 
desks in the order in which they are found in the 
book. Let them copy the words. 



14 INDIANA READING MANUAL 

Page 19. Let the children do what these sen- 
tences tell them to do. Drill upon the words at 
the bottom of the page, naming the two forms 
in connection with each other. Let them copy 
these words in order, referring to page 18 for the 
written form. Put the script form on the board 
for them. 

Page 20. This simply teaches the names of 
the numbers objectively. Treat it as directed for 
page 18 as far as possible. 

Page 21. Let children find the first word be- 
side the picture. If they don't know it from page 
18 tell them it is the name of what they see in 
the picture. Tell them that the next is the name 
of what the bird makes for its little ones, etc., 
etc. In and are, are better left to be learned in 
their sentence connection. Talk about where nests 
are found. Say that this bird's nest is in a tree. 
Point out the sentence that says so. Talk about 
the colors of eggs. Say that this bird's eggs are 
blue, which is true. Then point out the sentences, 
saying, "This sentence tells that the eggs are 
blue." Let the children study it, and then read. 
In the end drill upon all the words in the book 
and on the board. 

Page 22. Discuss the picture at considerable 
length. Let children play that they are calling 
their own cats; then think how the little girl is 
calling her cat. Then read the first two sentences. 



PRIMER lS 

Think what she would say to the cat about catch- 
ing the bird, then read what is in the book. Think 
what she would say to the bird when she couldn't 
get the cat to let it alone, etc., etc. Drill upon 
the words. 

Page 23. Tell the children the names of the 
objects in the picture, and that the name of each 
is with it. Then say, "What cow is this?" An- 
swer, "This cow is Fan," etc., etc. Drill upon 
the names on the board, letting the children refer 
to the book if necessary. Let the children copy 
the names from the board. Write the names on 
slips of paper, and let the children place them with 
the proper pictures in the book. 

Page 24. This page is mainly review. A 
word drill should be given on the board. Then 
the children should study the lesson, sentence by 
sentence, referring to the board for words. A 
good way to get the new word is to tell some- 
thing you like, and let the children do the same. 
Then say, I will show you what I like, on the 
board. Write. "I like a horse." Read it to the 
children, or let them read it if they can. Go on 
writing, "I like a dog, I like a kitty," etc., one 
under the other, to call attention to like. Be care- 
ful to introduce no other new words. In the end 
put like upon the board by itself and the class will 
know it. Likes may be used also in the same 
way. 



16 INDIANA READING MANUAL 

Page 25. This is mainly an exercise in add- 
ing ing to old words. Simply point out the ing, 
and tell the children what it is. Then let them 
name the words and read. Give considerable 
drill on the words before leaving. this page. 

Page 26. See directions for page 25. 

Page 27. Have the children find in. Be sure 
that everybody is looking at the right word. Then 
pronounce it slowly, separating the sounds. Put 
it on the board with the i and n considerably sep- 
arated. Point to each while you are sounding the 
word. Do the same with the other words, except 
with spin, in which the process is reversed, the 
sounds being old ones. Drill upon the sounds by 
the separate letters given. The work on this page 
should be done very thoroughly. Such pages 
should not be passed over as of no importance. 
They are the keynote to independence in pro- 
nouncing words. 

Page 28. See directions for preceding pages 
which are similar to this. 

Page 29. Children are very fond of playing 
the game here represented. Have it played and 
then turn to this lesson. Let one child put a doll 
behind him, and the others in turn read him the 
questions in the book. 

Page 30. This page is similar to page 27 and 
should have similar treatment. Make the work 
thorough. 



PRIMER 17 

Page 31. This page is similar to page 21. 

Page 32. This is a review page containing 
only one new word. Read the first sentence con- 
taining does to the children. From similarity in 
position, they will read the others. A review 
of old words should be given on the board be- 
fore the lesson. 

Pages 33, 34, 35, 36 are similar to preceding 
pages for which directions are given. See direc- 
tions for those pages. 

Page 37. The first lesson here is in form of 
a dialogue. Assign the sentences to the children 
and let them ask and answer questions. The sec- 
ond lesson is another drill on ing. Let the chil- 
dren learn this group of letters as a whole. 

Pages 38-45. See directions for similar pages. 

Page 46. The children have had considerable 
drill on the words in this lesson, but do not begin 
with words. Read the poem to the children, mak- 
ing it a good example of reading. Read it a 
number of times and then let them read it. Drill 
upon the words last. The children should mem- 
orize this poem. Write it on the board and let 
them copy it. Write it on paper, cut the words 
apart, and let the child arrange it in order. 

Pages 47-52. See directions for similar pages. 

Page ^T>- I" tne nst °f words at the bottom 
of the page an old word is given as the key to the 
sound of the others in the group. This gives a 

B 



18 INDIANA READING MANUAL 

good drill on sound. It also puts aside the need 
of diacritical marks, and thus gives a good exer- 
cise in recognizing words without their help. Let 
the child turn his attention to the key word, and 
be sure he knows it. Then say, "That word says 
w-e. The next one says m-e. What is it?" In 
the next column the first word says c-ome, the 
next one says s-ome, etc., etc. Drill thoroughly 
on this. 

Page 54. This page is similar to many pre- 
ceding pages. 

Page 55. This is a list of little words which 
do not attract the child's attention much, and 
which are ten-fold harder to learn on that ac- 
count. Drill upon them, but do not keep the chil- 
dren on them to the point of weariness. It will 
be a long time before the children learn to name 
them all readily at sight. When a and the stand 
in lists as words, they should be pronounced a 
and the — not uh and thuh. It is impossible to 
give them the sound where they stand alone that 
they have when spoken in connection with other 
words. They are never uh and thuh in any place. 

Page 56. Read this poem to the children till 
they memorize it. Then let them read it. Last 
of all, drill upon the words at the bottom of the 
page. 

Pages 57-62. These are similar to many pre- 
ceding pages. 

Pages 63-65. Drill upon the words first. Let 



PRIMER 19 

the class read the riddle sentence by sentence, and 
have the answer given just as if the children were 
playing riddles. Then assign a whole riddle to 
a child to read to the class. 

Page 66. Direct the children to observe toads, 
especially at night. A lantern set out on the 
ground at night will attract insects and the toads 
will come to eat them. Toads are very useful 
creatures, because they destroy so many insects 
and injurious caterpillars, but there is a very great 
ignorance concerning them, and many people 
think it a commendable act to kill them. Instead 
they should be cherished. Teach the children that 
it is impossible for a toad to hurt them. Toads' 
eggs may be found in almost any pool of water 
in the spring. They are in long strings that look 
like gelatine with points of black at regular in- 
tervals. Persons who do not recognize them as 
toads' eggs usually suppose them to be some mys- 
terious kind of worm. If these are kept in a 
glass jar in the house they soon develop into tad- 
poles, which in turn soon develop into very small 
toads. Put mud and stems and roots of plants 
into the water for the tadpoles to feed upon. 
When the tadpole becomes a toad, it can no 
longer live in the water. The growth from the 
egg is very interesting. 

Get the children to observe as much as possible 
in connection with this lesson. 

Page 67. Drill very thoroughly on this page. 



20 INDIANA READING MANUAL 

Pages 68, 69. These pages are similar to many 
preceding pages. 

Page 70. This page gives an opportunity for 
exercise in placing the emphasis properly. 

Page 71. Assign a line to each child. When 
all are ready to read, let each one step out in 
front of the class and read as if he were simply 
telling the class something. 

Page 72. The first half is similar to page 71, 
except that a child asks a question and another 
gives him an answer. 

The second half is a riddle, and as such re- 
quires an answer. 

Page 73. In this assign a line to a child and 
let him read it and show that he has read it by 
performing the action. Children like such a les- 
son very much if they are allowed to carry it out 
in a realistic manner. It is valuable in that the 
child realizes that he reads to find out something. 

Page 74. This page is intended to 
convey a lesson. It should be brought out very 
clearly that the children in the book are not 
merely interfering with their playmate's pleasure. 

Pages 75-79. No story possesses a greater in- 
terest for children than this. They are never tired 
of hearing it and playing it. Tell them the story 
at length, not forgetting the impersonation neces- 
sary to make it vivid. Tell the story in sentences 
of ordinary construction, being careful to involve 



PRIMER 



21 



the short sentences and expressions used here. 
Then let the children read it from the book. 





WORD 


UST. 




a 


blue 


eat 


go 


after 


bluebird 


pcrcr 


gold 


all 


book 


ever 


goldfish 


am 


bought 


fan 


grass 


an 


boy 


fall 


great 


and 


broke 


fast 


green 


apple 


brook 


feed 


had 


are 


cake 


feet 


has 


around 


call 


field 


have 


asleep 


came 


fins 


hay 


at 


can 


find 


haystack 


ate 


cat 


fish 


he 


away 


catch 


five 


here 


baby 


chair 


flies 


him 


ball 


clothes 


flower 


his 


be 


come 


fly 


hook 


bear 


corn 


for 


hop 


bed 


cow 


found 


horn 


Ben 


day 


four 


horse 


big 


did 


fun 


house 


bird 


dish 


garden 


how 


birthday 


do 


gave 


Howard 


black 


does 


get 


huge 


blacksmith 


dog 


girl 


hurt 


blow 


doll 


give 


I 



22 



INDIANA READING MANUAL 



in 


name 


sat 


three 


into 


Ned 


saw 


to 


insects 


nest 


say 


toad 


iron 


no 


sea 


too 


is 


not 


see 


took 


it 


now 


send 


top 


jump 


nut 


she 


toy 


kitty 


of 


sheep 


tree 


last 


on 


ship 


tub 


lay 


one 


shoe 


two 


let 


out 


Silverhair 


umbrella 


like 


papa 


snow 


under 


little 


pen 


so 


up 


live 


pet 


some 


us 


look 


picnic 


spin 


wall 


Louise 


Pig 


squirrel 


want 


made 


play 


stand 


was 


make 


porridge 


stay 


wash 


mamma 


Prince 


still 


way 


man 


rabbit 


store 


we 


may 


rain 


table 


wee 


me 


ran 


take 


went 


meadow 


rat 


taste 


w r et 


mend 


read 


that 


what 


met 


red 


the 


where 


mice 


ride 


them 


will 


middle-sized roll 


there 


w r ith 


milk 


run 


they 


wind 


my 


sail 


this 


white 



PRIMER 



23 



whoa 
woke 



yellow 
yes 



you 



your 



Words ending in ing. 



catching- 


flying- 


mending 


shoeing 


coming 


giving 


raining 


snowing 


eating 


looking 


reading 


spinning- 


finding 


making 


running 


washing 


fishing 









Words adding s, es, ed. 



apples 


feeds 


rains 


umbrellas 


balls 


finds 


rides 


wants 


bears 


girls 


runs 


jumped 


beds 


gives 


sees 


catches 


birds 


irons 


sends 


dishes 


chairs 


likes 


ships 


horses 


comes 


looks 


shoes 


looked ' 


cows 


mends 


spins 


played 


days 


makes 


squirrels 


rolled 


dolls 


nests 


stands 


sailed 


eats 


nuts 


tops 


washed 


eggs 


pigs 


toys 


tasted 


falls 


rabbits 


trees 


wanted 



24 INDIANA READING MANUAL 



SUGGESTIONS ON EACH LESSON IN 
FIRST READER. 

Pages 3 and 4. Children are always interested 
in birds, and especially in young ones. These 
pages are intended to convey a lesson as to the 
treatment of birds. Drill upon the new words 
first, noticing the new sounds introduced. 

Page 5. Use this page as in similar cases in 
the primer. 

Pages 6-8. Tell the story to the children 
first and let them reproduce it. This story is of 
unfailing and universal interest. Drill upon the 
new words. Through their interest in the story 
the children will read it very readily. The repe- 
tition in it makes it delightful to the children, be- 
cause it gives them a feeling of being able to 
read very fluently. The repetition does not grow 
monotonous, because the story does not lag on 
account of it. The constant repetition makes a 
good drill on words. This lesson shows a se- 
quence in the production of an article. 

Drill thoroughly on the lists of words for 
sounding. Key words are used in a number of 
the columns, instead of the diacritical marks. 
Word building by adding something to a familiar 
word is shown in the first column at the bottom 



FIRST READER 25 

of the page. In the last column is shown the 
effect of adding e to a word. 

Page 9. This page suggests some nature 
work. Bring in some of the seeds, show the chil- 
dren how they fly, and tell them why they fly. 
This will give meaning to the reading matter and 
secure good expression. The children should be 
interested enough to look at the seeds out of doors 
also. 

Page 10. This is a sound drill similar to that 
on page 8. Treat it in the same way. 

Page 11. Talk about the various objects and 
the picture and their relations to each other. It 
should be read very easily because it contains so 
few new words. On this account the children 
should be able to study it out for themselves. 

Pages 13 and 14. This lesson is a nature les- 
son on a very familiar creature. People fear 
spiders unreasonably. It is doubtful whether 
there is any species of spider here which is ca- 
pable of doing any injury. Spiders are very in- 
teresting indeed. Many spiders in this latitude 
construct a web which answers the purpose of a 
baloon in floating them from place to place. 
Some spiders carry their young about perched on 
legs and body. Some, the more commonly ob- 
served kinds, spin webs to catch insects. When 
the web is finished, the spider hides in a little 
silken cell at some distance, but it has a thread 



26 INDIANA READING MANUAL 

connected with its hiding place. When an in- 
sect struggles in the web, it shakes this thread 
and tells the hidden spider of success in his pur- 
suit of daily bread. The prejudice against spiders 
is an old superstition and should be removed. An 
attempt in this line is made in the lesson. 

Page 15. This is a lesson which will be most 
interesting if it comes in the fall. If it comes 
at any other time of the year, let the children 
imagine it is fall and try to remember what hap- 
pens at that time of year, in order to get into 
the spirit of the lesson as much as possible. 

Page 16. This is a lesson especially con- 
structed to make the children think what they are 
reading. Let a child ask the question and another 
give the answer. 

Page 17. The note in the book tells what to 
do with this lesson. 

Page 18. This lesson is like the lesson on 
page 9. See directions for that lesson. 

Page 19. It is now time for the children to 
begin to learn the alphabet in order. If the 
teacher has spoken of the letters by name when- 
ever opportunity has occurred, the children 
no doubt know them at sight. It takes some time 
to learn them in order. Children should all be 
able to say the alphabet without the book by the 
time they are able to refer to the dictionary. Do 
not stay too long n this page. Return to it fre- 



FIRST READER 27 

quently. Contrive as many different exercises as 
you can. Let the children copy the alphabet. 
Give them the letters and let them arrange them 
in order with and without the book. 

Page 20. Read this poem to the children once 
or twice without comment. They will, half learn 
it and then they are ready to read it. Memory 
of the poem from hearing it read will help them 
to words, and the words in the book will assist 
their memory. Drill upon the words given after- 
ward. 

Pages 21-25. These are similar to many for 
which directions have been given. 

Page 26. The list of words above the lesson 
shows exercise in making' out new words by 
analogy in for to old ones. 

Page 27. Drill well on the sound work given 
on this page. 

Page 28. Treat in the ordinary way for nar- 
rative lessons. 

Page 29. Question the children as to what the 
wind does before assigning this lesson. Make the 
meaning of the last sentence clear to them. 

Pages 30, 31. These are like 29. 

Pages 32-35. Similar to other narrative les- 
sons. 33 and 34 give opportunity for imperson- 
ation. 

Page 36. Let the children consider the ques- 
tions in this lesson and give answers. Such a 



28 INDIANA READING MANUAL 

lesson gives a good opportunity for rinding out 
whether the children are turning their attention 
to the thought or merely naming words. 

Page 37. See note in book. Let the children 
impersonate the sounds freely. 

Pages 38, 39. This is a good lesson because it 
is a real story. Let the children study it and 
then try to tell the story. After they have read it 
in class, let them reproduce it orally, and try to 
write a sentence or two about it on the board. 

Pay considerable attention to the sound drill 
at the bottom of the page. 

Page 40. Treat as directed for other picture 
pages. 

Page 41. This story is a favorite with chil- 
dren. Use as directed for page 38. 

Page 42. Have the questions answered. 
Page 43. Preparation is here made on some 
of the words in the next lesson. 

Page 44. See note in book. Drill on the 
words at the bottom of the page after the read- 
ing. If the children cannot give a word at once, 
direct them to the line of poetry which contains it. 
Page 45. The lesson at the top of the page 
affords opportunity to test the children's knowl- 
edge of the words in the poem. 

Do not pass lightly over the sound drill given 
on this page. 

Page 46. This is a very pleasing little lesson 



FIRST READER 29 

and affords one opportunity to talk with the chil- 
dren about learning to work. 

Page 47. To be appropriate this should be 
read in the winter. If it comes in the course at 
another season, the best substitute will be an im- 
aginary winter to catch the child's interest. 

Pages 48, 49. 50. This should be used as a 
model for letter writing. 

Page 51. The lesson at the top of the page 
is a story, and children should endeavor first to 
study it and repeat it without further help than 
a drill on the words above the lesson. After read 
ing it in class, they should be able to read it in 
full, and even write some of it. The second les- 
son affords opportunity for some observation 
work on insects easily found. 

Page 52. See note in book. 1 )rill upon the 
sounds of the groups of letters given. 

Pages 53, 54. Narrative lessons. 

Page 55. This affords suggestion for profit- 
able nature work, if read at the proper season. 

Page 56. Here" is another story. See pages 
38, 51, etc. 

Page 57. See note in the booh. 

Pages 58, 59. These pages afford further sug- 
gestion for nature work. 

Page 60. Suggestions are here made for seat 
work. These suggestions should be suggestive of 
other similar exercises for seat work. 



30 INDIANA READING MANUAL 

Pages 61, 62. It is to be hoped that the 
teacher will find time and inclination to carry out 
the manual work suggested here. 

Make as much as possible out of the exercise 
in word building. It is a valuable exercise. 

Page 63. This may be read in the ordinary 
way and then impersonated. Let children repre- 
sent the pigs. Then let one child point them out 
in succession, saying, "This little pig said," and 
let the children respond. 

Page 64. This page will appeal to the chil- 
dren because of the game it represents. A good 
language exercise in connection with it would be 
to have the children describe other games. 

Page 65. This is one of the most valuable ex- 
ercises possible in reading. Little children find 
it difficult at first to make out words by context, 
but a little exercise quickens their thought won- 
derfully. See page 65 in first reader. See note 
at the bottom of the page. 

Pages 66, 67. There is a little moral lesson 
in this story. Do not make a personal applica- 
tion of it, but get the children's opinion of the 
boy's conduct and his punishment. 

Page 68. This lesson is intended to make 
some suggestions indirectly concerning the cag- 
ing of animals. See that the children think 
about it. 

Page 69. After this lesson has been read in 
class, it will please the children to play it. 



FIRST READER 31 

Page 70. See subject of lesson. 

Page 71. This is a simple narrative and 
should be treated as such. 

Page 72. Further suggestions for nature 
work are given here. 

Page 73. See subject of lesson and note. 

Page 74. A pipe and some soap bubbles would 
make a pleasant accompaniment for this lesson. 

Page 75. See the note at the bottom of the 
page. Let the children make the picture called 
for on the board or on paper. 

Pages 76, yy. This is a very old story and 
makes a good basis for language work. See pre- 
vious stories for directions. 

Page 78. Reference to out door experience 
will add interest to this lesson. See what is said 
in this manual concerning bees, under note to 
page 155 of the second reader. 

Page 79. Let the children learn the stanza 
and copy it in script. 

Page 80. See directions for page yS<. See note 
in this manual under note to page 59 of the second 
reader. 

Page 81. See note in book f or first lesson. 
The next is in form of a riddle. Treat it as such. 

Pages 82-86. This is a favorite with children. 
It possesses all the merits of a long story without 
the disadvantage of too many new words. Chil- 
dren like the repetition and soon are familiar 
enough with the words to read expressively. The 



32 INDIANA READING MANUAL 

story is really a thrilling one to little children and 
gives them no idea of monotony. 

Page 87. Bears are always interesting to chil- 
dren. No doubt they will be ready with bear 
stories, which may be utilized as language, work. 

Pages 88, 89. Children delight in playing 
school. Ask them concerning what they have 
done in that line. 

Pages 90-95. The best possible preparation 
for this lesson is to read the story to the children 
in the original form from Andersen's Fairy Tales, 
which may be obtained in a cheap edition. Leave 
out the long words and descriptions. When the 
children are familiar with that story, let them 
read this. 



SUGGESTIONS ON EACH LESSON IN 
SECOND READER. 

See the note on sound work on page 157. 

Let the children study the lesson with the aid 
of the marked words and of others put upon 
the board and divided and marked in the same 
way, before you have given any other help. The 
story possesses an intrinsic interest that will hold 
the children, and they will thereby learn to ap- 
ply themselves. Let them tell the story as they 
have been able to get it themselves. Then studv 



SECOND READER 33 

it paragraph by paragraph and last of all read 
it as a whole for exercise in smooth, expressive 
reading. Have the story reproduced orally as 
language work. For written work, take it up in 
parts. Example — For one paper let the children 
tell of the conversation between Red Riding- 
Hood and the wolf in the woods. For another let 
them tell what the wolf did at the grandmother's, 
etc., etc. 

Considerable time may be spent profitably with 
this story because it has a lasting interest for 
children. Return to it sometimes and have it read 
as a pleasure to the children. Let the children im- 
personate the characters and play it. 

Page 8. This is a simple little incident story. 
to be read smoothly and nicely and then dropped. 
It possesses no such lasting interest for the chil- 
dren as the Red Riding Hood story does. They 
have a passing interest in it, such as grown peo- 
ple have in magazine stories, but do not care to 
dwell long upon it. Keeping them on it for any 
great length of time will do more harm than 
good. 

Page 9. This story is a great favorite with 
children. It should have the same treatment as 
the Red Riding Hood story. 

Page 12. Have this poem memorized. Let 
the children copy it. 

Page 13. This is a true story even to the name 
c 



34 INDIANA READING MANUAL 

of the kitten. According to the dictionary, funny- 
means mirth provoking, which this kitten cer- 
tainly was. The fact that it is a true story, will 
add to its interest if the children are told. Other- 
wise it is a mere incident story, to be treated as 
such. 

Page 14. This story is inserted in deference 
to children's well known love for jingles. It also 
shows a sequence in the making of an article. 

Page 16. This is simply a story of adventure, 
and appeals to the well known love of such stories 
which is in children as well as in grown people. 
It is a good one because its absorbing interest 
causes the children to apply themselves volunta- 
rily to its study. It is a good one for language 
work, both oral and written. 

Page 20. This is an old, old story. As it 
stands here it is an adaptation from a poem in 
Sir Edwin Arnold's "Pearls of the Faith." It 
bears distinctly on humane treatment of animals. 

Page 22. This is another story of adventure 
like "The Seven Goslings," but it contains a moral 
in addition, which should be brought out clearly 
but not in a way to sound prosy to children, who 
pay very little attention to morals stated didac- 
tically, but much to moral points embodied in 
characters in stories. It is also a good basis for 
language. 



SECOND READER 35 

Page 26. This is a pleasant little incident 
story. Treat it as such. 

Page 28. This story bears upon contentment 
with the simple good things of life. It makes 
good language work as well as good reading 
matter. 

Page 30. In this story there is a very strong 
plea for justice to servants who have outworn 
their power to serve. While the children should 
enjoy the adventures heartily, they should also 
feel the moral. It is a very old story, one of 
Grimm's fairy tales, and will bear dwelling upon 
at length. 

Page 34. Let the children copy this poem in 
script, learn it, and speak it. Have them notice 
the name of the author. 

Page 35. At Thanksgiving time, this lesson 
will be found interesting from its associations. 
Read at another time of year it might fall flat. 

Page 37. Let the children learn the little 
poem. 

Page 38. Let the children learn this poem also 
and speak it in Thanksgiving exercises. 

Page 39. There is no moral point to this 
story, but it is very childlike, and as such will 
please the children so that they will return to it 
often of their own desire: thereby learning the 
process of reading in the very best way. 



36 INDIANA READING MANUAL 

Page 40. For some time before the class 
reaches this lesson, read selections to them from 
Hiawatha. The whole childhood of Hiawatha is 
interesting to children. The building 1 of the canoe, 
the transformations of Panpnkkeewis and some 
other portions are suitable for reading to children. 
From them they will get literature, poetry, man- 
ners and customs of the Indians, etc. As a prep- 
aration for these particular selections read them 
again and again to the children, being careful to 
read them well. In a short time the children will 
catch the rhythm and the half memory of the 
words will help them to recognize words which 
they probably could not make out in any other 
way. Then take up the selections in class. No 
poetry is more easily committed to memory than 
Hiawatha, and the children should commit these 
selections. If you have a period devoted to gen- 
eral work on geography, history, nature, etc., it 
will be well to take up the study of Indians at 
the same time. Children delight to represent the 
scenes described on the sand table. The woods 
may be represented by pine twigs. It is easy to 
contrive a little wigwam. A paper boat will do, 
if no little model of a birch canoe is forthcom- 
ing. A piece of glass will represent the water. 
Toys which are commonly obtainable from the 
children may represent the animals. 



SECOND READER 37 

Be sure to connect the name of Longfellow in- 
dellibly with this poem in the children's minds. 

Page 45. Let the childern learn the facts con- 
tained in this lesson well enough to remember 
them. Read the poems mentioned here to them, 
and as many others as you have time for. Long- 
fellow is one of the children's poets, and they are 
defrauded of their birthright if they are allowed 
to remain in ignorance of his poems. 

Page 47. Let the children learn the stanza. 
The Indian story will be found interesting, fol- 
lowing immediately upon the Indian work. The 
little poem of Stevenson's carries out the thought 
of fall in the Indian story. 

Page 49. This is a very old story and very 
interesting to children. It contains two morals — 
avarice which overreaches itself, and unfaithful- 
ness to a faithful friend or follower. 

Page 51. The ''Golden Touch" is symbolical 
of the change of the foliage to brilliant colors in 
the fall. In a night, sometimes, the forests are 
changed from green to gold, as by the touch of a 
magic hand. This, however, does not appear in 
the story, and it is doubtful whether it would be 
of any interest to children. The unhappy and 
useless miser is depicted in the first part of the 
story, and his reform through having his wish 
granted literally, in the second. 



38 INDIANA READING MANUAL 

In oral reproduction and in written work, fol- 
low these topics ; the description of King Midas, 
including what is on page 51 and one paragraph 
on 52 ; how he gets the golden touch ; the use he 
makes of it ; the changing of Marygold -into a 
golden girl ; how he gets rid of the golden touch ; 
his afterlife. 

Page 57. This is a selection from that delight- 
ful little book, "Seven Little Sisters," by Jane 
Andrews. This' and its continuation, "Each and 
All," should be in every primary school. In teach- 
ing it compare the Brown Baby's bed, food, play- 
mates, etc., etc., constantly with those of the chil- 
dren themselves. The Brown Baby's home is in 
South America. This is only a part of her story. 
somewhat simplified. The book contains stories 
of a Chinese child, an Eskimo child, an Arab 
child, an African child, a German child, and a 
Swiss child. "Seven Little Sisters" was published 
forty-two years ago, and its popularity is growing 
with time. The life of the average book is about 
ten years, but the intrinsic interest of this and its 
value have kept it alive and growing in favor. 

The poem at the top of the page is a fitting pre- 
lude to the lesson and should be connected with it. 

Page 59. This selection contains some in- 
formation on nature study and also a moral. It 
should be so managed as to cause the children to 



SECOND READER 39 

look for caterpillars and chrysalides. The cater- 
pillar from which the butterfly shown in the pic- 
ture comes, feeds upon parsnip leaves. It is very 
intensely green with velvety black stripes across 
its back. When it is disturbed, it puts out two 
little orange horns and emits a very unpleasant 
smell. It is harmless, however, and, brought into 
the house and supplied with fresh parsnip leaves 
every day, it will feed quietly under observation. 
It should be kept in a box covered with glass in 
a light place out of the direct rays of the sun. 
"When ready to become a chrysalis, it grows very 
restless and is then able to escape through a much 
smaller hole than would be imagined. At that 
time the air holes in the box should be covered 
with mosquito bar or some kind of loosely woven 
cloth. Each kind of caterpillar has its own food, 
and it will starve rather than eat any other. Give 
a caterpillar the kind of leaves it is found feed- 
ing upon. If it is found crawling rapidly along 
the ground or any where away from fresh leaves 
it is probably ready to change and needs no food. 
Occasionally caterpillars are forced to leave the 
plant they have been feeding upon and seek an- 
other of the same kind. It is usually easy to 
find milkweed caterpillars. They make more 
beautiful chrysalides than any other butterfly. 
A subject closely allied to this lesson is the 



40 INDIANA READING MANUAL 

connection between humming birds and butter- 
flies, and the flowers from which they obtain food. 

Plants attract insects by the color, odor, plac- 
ing, honey, etc., of flowers. Example — The sun- 
flower is brilliant and conspicuously placed, but 
has little odor. The clematis and toad flax (but- 
ter and eggs) are also examples of this kind. 
The poppy has flaunting colors, and a little odor, 
which is probably pleasant to bees. The rose has 
softer colors and considerable prefume. The two 
devices modified somewhat are combined. The 
flowers having the heaviest, sweetest perfumes 
are white or light colored. Examples — Tube- 
rose, lilies. The arbutus is inconspicuous in plac- 
ing and color, but exceedingly sweet. Many of 
the white or light colored flowers are not more 
odorous in daytime than others, but become so at 
night. For example, the honeysuckle, which is 
white or nearly so, perfumes the whole house and 
yard in the evening. This is fertilized by hawk- 
moths and other night flying insects. Other white 
or yellow flowers, which have large corollas trust 
to the conspicuous spot of white to attract night 
flying insects. Some plants have a disgusting 
odor. It is noticed that flies and similar insects 
frequent these. 

The parts are arranged so that in getting the 
honey the insect must come in contact with the 
pollen. The devices for this are many. Some 



SECOND READER 41 

plants have the honey in spurs. The nasturtium 
has over reached itself. The bumble bee punc- 
tures the spur and smaller bees follow. This is 
not true of many plants. Other points in the 
shape of the corolla are for this purpose. In- 
sects that have not much range and that have 
smooth bodies, as ants, are shut out by furry 
throats, stickiness, closed mouths, etc. Only a 
large, heavy bee can open the mouth of the toad 
flax. The bee sits on the deep yellow spot and 
the mouth drops open. Humming birds fertilize 
some kinds of plants. 

The markings on the petals direct the insects 
to the nectar. The morning glory shows con- 
spicious stripes reaching down toward the nectar. 
It is very conspicuous in many flowers. There 
are spots that are merely part of the device 
for making the flower conspicuous, but these are 
easily distinguished from the others. Many plants 
that grow in grass develop flower stems to suit 
the height of the grass. For example, in spring 
the dandelion stems are short, but later the flower 
is lifted upon a long stem. Flowers that are fer- 
tilized by the wind, are lacking in the showy col- 
ors and have neutral colors, and are small and in- 
conspicuous. The bees have baskets for carrying 
pollen, which they use in making bee bread, but 
much of the pollen merely adheres incidentally 
to the body because it is so hairy. 



42 INDIANA READING MANUAL 

Grant Allen's ''Story of Plant Life" gives a 
good exposition of the subject. 

Page 62. "The Song of the Lark" is found 
in Hans Andersen under the title of the "Lark 
and the Daisy." Bring out strongly the con- 
cluding thoughts. The picture is a copy of Bre- 
ton's Song of the Lark, the original of which is 
in the Chicago Art Institute. 

Page 66. The story of Columbus is always 
interesting to children. It should be read if pos- 
sible about Oct. 1 2th and connected with the his- 
tory of our continent. 

Page 70. "Santa Claus" is a simplified selec- 
tion from Eugene Field's "Symbol and the 
Saint" found in "A Little Book of Profitable 
Tales." This book contains beautiful Christmas 
stories. 

Page 73. Andersen evidently intended to 
give some solid information in a pleasing way 
when he wrote this story for children. Try to 
carry out this idea. 

Page yy. "The Discontented Pine Tree" is 
taken from Grimm. It is a story much recom- 
mended by educators, especially by Dr. Charles 
McMurry in his books on reading and language. 
Let the children reproduce it orally and in writ- 
ing. 

Page 79. The point of this story is evident 

Page 80. This story is adopted from one of 



SECOND READER 43 

Sir Edward Arnold's poems in "Pearls of the 
Faith." The dog is a very common domestic 
animal, and being such, is often subjected to 
great cruelty. Every opportunity should be 
seized to impress children in this direction. 

Page 82. Have the children learn "Bed in 
Summer," and notice the name of the author. 

Page 83. An attempt is here made to convey 
information in story form. Talk to the children 
about the far north. Show them any pictures 
you can obtain. Read them "Agoanack" from 
"Seven Little Sisters"' if you can get the book. 

Page 86. "The Dove and Her Children" is 
another selection from Sir Edwin Arnold. The 
story itself is very old. being taken from the 
Koran. In this day of protection for birds, its 
point need not be stated. Only have the children 
read it understandingly. and it will teach its own 
lesson. 

Page 88. This lesson is especially constructed 
in the hope that it will lead both teachers and 
children to look about them and get information 
on this interesting subject. Observation may be 
made in a town or city just as well as in the 
country. Wherever there are shade trees, co- 
coons may be found, when the leaves are gone. 
See note on page 1 59 of the second reader. 

Page 91. This is an exceptionally good story 
for an information story. Beside the science 



44 INDIANA READING MANUAL 

involved it contains a very good lesson for the 
average child. It is taken from "Cat Tails and 
Other Tales," a very good collection of elemen- 
tary science stories, published by A. Flanagan Co. 

Page 95. After the children have read this, 
it would be a good thing to read the story from 
the Bible for morning exercises. Read also some 
of the Psalms of David and let the children know 
that they are the songs referred to in the book. 
The Twenty-third Psalm is especially appropri- 
ate in view of the description of David given in 
the lesson. Selections, from Psalms 34, 91, 104, 
121, 147 and others should also be read in morn- 
ing exercises. No better literature can be found, 
and this has the superior merit of being available 
at all times and places. There are many famous 
statues of David in the act of slaying Goliath, 
notably that of Michael Angelo, a picture of 
which is published by the Perry Picture Com- 
pany. 

Page 99. This is a selection from Haw- 
thorne's Snow Image. If possible read the origi- 
nal to the children. 

Page 103. No poem is a greater favorite with 
children than this. They learn it very readily 
and should be encouraged to learn parts of it at 
least. Do not compel any one to learn it. There 
should be no unpleasant associations connected 
with such an exercise. It makes a very prett}r 



SECOND READER 45 

recitation for a child. As a preparation for 
teaching it, study it yourself till you can read it 
feelingly, and read it once or twice to the chil- 
dren, as a whole and without comment. Let them 
discuss the story contained, a little, and then be- 
gin to study it bit by bit. The Carey sisters have 
many poems much beloved by children. 

Page 105. Read this story of Abraham Lin- 
coln near his birthday. It is a good geography 
and history lesson also because it gives some- 
thing concerning early conditions in this state. 

The following is a good outline for a study of 
Lincoln near the date of his birth ; — 

Lincoln's Grandfather — Where he lived. Liu- 
coin's father — where he lived when a child, 
experiences with the Indians. Conditions of the 
country during his life and in Lincoln's child- 
hood and youth. 1. Clothing. Flax and wool. 
Preparation — spinning, weaving, sewing, scar- 
city of clothing. Skins of wild animals for cloth- 
ing, bedding, curtains, rugs. Hats — usually fur 
caps. Shoes — used to dress up in. People 
walked and carried shoes to save them. Peo- 
ple went barefoot. Many children were bare- 
foot even in winter. Many men dressed in buck- 
skin clothing and moccasins as the Indians did. 
Stockings — homemade. 

2. Guns — Molded bullets, carried powder and 
bits of cloth, loaded with ramrods. Compare 



46 INDIANA READING MANUAL 

guns of today. Speak of greater usefulness of 
guns in those days. 

3. Food — Deer, bears, turkeys, etc. Speak of 
the numberless wild animals inhabiting the vast 
forests. References — McMurry's Pioneer- His- 
tory, Dreyer's Indiana Geography, Stories of 
Indiana. Very few domestic animals — Why? 
Corn — Manner of preparation — grinding, cook- 
ing. Manner of eating — Scarcity of dishes, 
knives, forks, etc. Why? 

Lincoln's Childhood. — Removal of his 
father to Indiana. Manner of traveling, roads, 
forests, camping. References as above. House 
— Furniture, heating, etc. Discomforts — Poor 
food, clothing, cold, no doctor, no playthings for 
children. How the boy learned to read. Father 
could not. Going to school in Indiana — distance 
from home. What kind of work he liked best. 
Incidents to show truthfulness, bravery, perse- 
verance, love of learning, kindness of heart, love 
of parents, etc. Death of mother. New mother. 
Improvement in home. 

Life as a young man. Work at home and for 
neighbors, kind of work and wages, study at 
night, flat boating, etc. 

Later Life- — Store keeping, as a lawyer, as 
President. War, freeing slaves, number of men 
engaged, length of time. Incidents to show that 
the character of the man was the same as that 



SECOND READER 47 

of the boy and young man. Bring out the char- 
acter of the man and child as vividly as possible 
through the work. Avoid formal statement of 
this and any extended personal application. 
Dwell longer comparatively on childhood and 
youth than on later life. 

Page in. See note on page 159 of the sec- 
ond reader. 

Page 116. Children admire the character of 
Beauty very greatly. They admire her cheerful- 
ness under depressing circumstances, her willing- 
ness to work, her unselfish character. These are 
all traits which are not especially noticeable in 
children. Linger on this lesson long enough to 
have it reproduced orally, and to have parts of 
it written by the children, in their own language. 

Page 123. The child in this lesson makes the 
same kind of mistake that most children and 
many grown people make in their dealings 
with animals. Discuss the best means of over- 
coming shyness in animals. All animals are 
alarmed by sudden or rapid movements, by a 
steady gaze, and by any attempt to take hold of 
them. A person who understands these points 
can tame even wild animals, and the more shy 
domestic animals by patience in making guarded 
movements, averting the full gaze of the eyes, 
and by keeping his hands out of the way while 
the animals approach cautiously to get food. 



48 INDIANA READING MANUAL 

Page 127. Do not linger too long on this 
lesson. Children are held longer by a selection 
made np mostly of incident, than by a reflective 
or poetic selection. ' The child and the grand- 
mother are pleasing to the children, and also the 
facts given, but they will not care to remain so 
long on this lesson as on "Beauty and the Beast," 
and others of a like character. 

Page 130. Children think this story is funny, 
and a mirth provoking lesson is sometimes sadly 
needed in school. Help them to find the funny 
parts. If possible read them some of the stories 
from Joel Chandler Harris's "Nights with Uncle 
Remus." 

Page 134. Have this poem committed by all 
the children if it is possible to do so without com- 
pelling any one to commit it. It is from Robert 
Louis Stevenson's "A Child's Garden of Verse," 
as are the others of his in these books. 

Page 135. Read this lesson near Washing- 
ton's birthday. It is said not to be true histor- 
ically, but it is dearly beloved by every American 
child, and there is no reason why our children 
should not read our own and only folkstory as 
well as to read folkstories from all other nations. 

Page 138. Usually sometime during the year 
some elementary history work is done. This is 
a good lesson to take in connection with that 
work. 



SECOND READER 49 

Page 141. Have this and the poem following 
it read early in the spring when the children are 
interested in such matters naturally. 

Page 144. On April fool's day many jokes of 
an unpleasant character are played. The reading 
of this lesson a few days before might turn the 
children's thoughts into a new channel. 

Page 146. This is a selection, one of the 
stories in Eugene Field's "A Little Book of 
Profitable Tales." It is a pretty fanciful story 
which will appeal to the children if it is read in 
flower time in the spring and connected with the 
joy of out of doors. The two selections at the 
end of the story voice the same thought as that 
found in the story itself. They are like a strain 
of music at the end of a song. 

Page 150. "Piccola" is quoted almost exactly 
from Kate Douglass Wiggin. Her stories for 
children are very charming. One book entitled 
"The Story Hour" is especially adapted to small 
children. This is a good Christmas story if you 
wish to read it at that time. 

Page 155. Nothing is more absorbingly in- 
teresting to children than their own birthdays. 
Let them talk about their birthdays and what is 
done to celebrate them. Then read them this 
poem, letting them know that the child is just 
seven, a fact which they do not always catch 
from the poetic expression. The child is evi- 



50 INDIANA READING MANUAL 

dently out in a meadow, another thing which the 
children are not likely to get for themselves. It 
will be necessary to remind them of possible 
times when they have seen the moon, faint and 
white, in the daytime. Keep the connection be- 
tween the stanzas for the children, by keeping 
them in mind of the fact that the child is out 
playing in a pleasant meadow because it is her 
birthday, and that she sees all the things men- 
tioned. 

A bee is covered closely with minute golden 
hairs, making it "velvety."' It is very easy to 
find a bumble bee with the pollen baskets on its 
largest legs packed full of pollen, which it col- 
lects to carry to the hive for bee bread. Closer 
examination will show that the minute hairs all 
over the bee are often "powdered" with the gold 
of the pollen. See directions for "Humming- 
bird and Butterfly" for your own information, 
but do not digress from the teaching of this poem 
as literature, to the teaching of facts in nature 
work. Give just as much explanation as is neces- 
sary to the understanding of this poem, and keep 
to the poem. 

Explain to the children that this is an English 
child, and that in England there are some flow- 
ers and birds which we do not have. 



THIRD READER 51 



SUGGESTIONS ON EACH LESSON IN 
THE THIRD READER. 

Page 9. This is appropriate for fall and to 
spring also. The going away of the birds is a 
common topic of conversation at that time. En- 
courage each child to select a stanza that he likes 
particularly and commit it to memory. 

Page 10. The same topic is continued in 
"Coming and Going." The nest building and 
the young birds of the spring and summer are 
fresh in the children's minds, and of perennial 
interest. The lesson is just as appropriate for 
spring. In reproducing this story, children un- 
conciously use the language of the author. There 
seems to be a peculiar quality in the form of ex- 
pression that makes it easily remembered. En- 
courage the class to reproduce it as nearly in the 
language of the author as possible. This is much 
better than to reproduce it in their own language. 
See first note on page 234, of the third reader. 

Page 15. Have this poem committed to mem- 
ory. To have the best effect it should be studied 
in September. Very few children have oppor- 
tunity to see the gentian. It is a deep blue 
flower much celebrated in poetry. The petals 
have fringed edges. Have some milkweed pods 



52 INDIANA READING MANUAL 

brought in, and examine the "hidden silk." Ex- 
plain to the children what sedges are. See if they 
understand what is meant by "Make asters in 
the brook." 

Page 17. See the note on this lesson on page 
234. Get the book if you can, and read it to the 
children. It may be bought for ten cents. 

Page 26. Have this poem read and memo- 
rized immediately after reading the brownie story 
or while it is being read. It is like a strain of 
music which comes at the beginning or end of 
a song or between the stanzas. It carries on the 
thought. 

Page 26. This lesson has been found to be 
very interesting to children, when they have been 
allowed to turn it into a dialogue. The dialogue 
form brings out expression, and this lesson is 
well adapted to it. . • 

Page 31. This story has the same qualities 
as "Coming and Going" and should be treated 
in the same way. It has its best effect when read 
in the season of falling leaves. 

Page 33. Both selections on this page follow 
the thought in "The Anxious Leaf" and should 
be read at an appropriate time of year. 

Page 35. Select a time if possible when there 
has been a rainbow. Speak about the rainbow. 
Then turn to this selection, 



THIRD READER 53 

For the second selection on page 35 see the 
note on page 235. Study this note until you are 
sure you have the whole thought. In reading 
or in reproducing the story, divide it into topics, 
as follows; the hatching of the little ducks, the 
trial in the water, the introduction to the barn- 
yard, the ugly duckling's flight and life with 
the wild ducks, the life in the little cottage with 
the old woman, the flight from the cottage and 
the meeting with the swans, the rescue by the 
farmer and the scene in his house, the flight and 
second meeting with swans. 

Page 52. This poem has an added interest 
if read near Christmas time. 

Page 54. Have the selection at the top of the 
page memorized and recited to the class. Conies 
are small animals found in Asia and Africa. 
They are sometimes called rock-rabbits because 
they make their homes among the rocks and re- 
semble rabbits in size and covering. 

The second selection is an incident story, very 
interesting to children when treated as such. Do 
not remain upon it very long. When it has been 
smoothly read, leave it. 

Page 56. Talk with the children about what 
may be seen from the window on a windy day- 
Tell them about Robert Louis Stevenson, who, 
being often ill when a child, often lay where he 



54 INDIANA READING MANUAL 

could look out upon the street and see just such 
things. Recall the sounds made by the wind in 
the trees and when blowing over the grass. 
There will be no lack of interest in reading the 
poem, if this preliminary work is done skilfully. 

Page 57. See note on page 236. This story 
is greatly in contrast with most stories of the 
Indians and Whites in the early history of our 
country. Possibly the children have never heard 
a story in which the Indians were shown to be 
other than treacherous and blood thirsty. This 
presents another point of view. Be careful to 
bring it out. Children are always pleased to try 
to make a drawing of the scene described. 

Page 61. This poem makes a very pleasing 
recitation. It can be connected nicely with the 
work on birds. To do this need take no time 
away from other lessons. The main thing in 
nature work is to get the children to observe 
when they are out of doors. This may be done 
without having any set time for recitation on the 
subject. A word fitly spoken may do more good 
than a dozen formal lessons on the subject. 

Page 64. See note on page 236. Study this 
well and try to realize its beauty before you teach 
it to the children. If read near Christmas time 
the fact that a star is spoken of is likely to inter- 
est the children. In reproduction encourage the 
children to use the author's language. 



THIRD READER 55 

Page 70. Let the children read this for morn- 
ing exercises till they learn to speak it. 

Page 71. One very famous picture of Joan of 
Arc by a French painter, Bastien le Page, is in 
the Metropolitan Museum in New York. The 
Pantheon in Paris contains a series of mural 
paintings depicting the important events of her 
life. Paintings showing" her in her native forest 
listening to the voices of saints and angels, in 
armor leading her army in battle, moving in tri- 
umph through peaceful city streets, at the coro- 
nation of the king, before her unjust judges, and 
at last, dying the martyr's death, find place in 
the Louvre and in many other famous places in 
France. Many cities of France have statues and 
monuments in her honor in the public squares. 

The quaint old house at Domremy, where she 
lived, is still preserved, and the soldiers stationed 
in that vicinity, form for drills in front of it 
every day. 

Books of all sorts — histories, biographies, 
essays, poems, historical novels, and dramas have 
been written concerning Joan of Arc. One of 
De Quincy's most beautiful essays has her for 
its subject. All nations admire and idealize her. 
In France she has been canonized as a saint 
within the last twenty years. The more that 
comes to be known of her the greater grows the 
world's admiration of her patritoism, her genius, 



56 INDIANA READING MANUAL 

her bravery, her loyalty to truth ; and the greater 
grows the wonder that, in any age, she should 
have met so pitiful a fate. 

Page 83. Have this read and committed to 
memory in October. It has an interest if read 
then which it cannot possess at any other time. 
The children can find everything mentioned, out 
of doors, except probably, the gentian. 

Page 85. If possible read the whole of "Black 
Beauty" to the children. It has been called the 
"Uncle Tom's Cabin" of the horse, and it is an 
interesting book to children and contains many 
good lessons skilfully set forth to influence the 
mind unconsciously. 

Page 100. In cold frosty weather have this 
read for morning exercises until it is committed 
to memory. Put it upon the board if necessary. 

Page 101. No poem pleases children more 
than this. Many children learn it voluntarily. 
Santa Claus is a myth so dear to children's hearts 
that anything concerning him finds favor with 
them. Give them free rein to enjoy the poem 
and they will read it with expression. This poem 
is most highly exciting if taken near Christmas, 
but it is interesting at any time of year. 

Page 105. It is always best to read such a 
story as this shortly before or after Christmas. 

Page 109. This contains the real Christmas 
storv and it is by an author who is a favorite with 



THIRD READER 57 

children. See the note on page 237 in the reader. 
It connects well with the descriptions given in 
Ben Hur. To read the passages from the New 
Testament, on which it is based, as morning ex- 
ercises will make the interest greater. 

Page 113. Remind the children of "Brownie 
and the Cook" and let them know that this is 
the same brownie. There are a number of good 
lessons in this, namely; the children's cheerful 
obedience to their mother, their kind thoughts 
of the gardener even in the midst of their vexa- 
tion or amusement, the reproof the older children 
had from their friend, the brownie, when they 
neglected the little ones, etc. 

Page 125. See the note on page 237 of the 
reader. 

Page 127. Try to have the children think 
more of the cheerful side of this poem than of the 
other side. Try to have their minds dwell on the 
pleasure the little boy and grandmother had. 

Page 132. This poem is a little more difficult 
than many others found in this book, but per- 
fectly comprehensible to children, especially those 
that live in the country or in villages, where they 
are often in the woods. Discuss it line by line to 
get the pictures. When reading the first line, the 
children should be in imagination under the bare, 
still trees. Every child of this age knows about 
the days when it is sharply cold in the morning 



58 INDIANA READING MANUAL 

and evening, but pleasantly warm when the sun 
is shining. The light snow, white on the ground 
in the morning but gone soon, is a familiar 
sight. See the note on page 237 in the reader. 
Follow up each line as suggested for those of the 
first stanza and the children will be found to 
enter into the spirit of the poem. The experi- 
ences which give an understanding of the poem 
are much fresher to children, especially to coun- 
try children, than they are to most grown people. 

Page 135. It may be possible to get old enough 
to lose interest in Robinson Crusoe, but no normal 
child lacks interest in it. Tell or read as much of 
the story to the children as possible. Children are 
not usually much interested in descriptions, liking 
incident much better, but they are always inter- 
ested in the description of Robinson Crusoe's 
house, his clothing, etc., because he made them 
himself unaided and from necessity. There are 
very few boys who have not longed ardently to be 
placed in just such circumstances as surrounded 
Robinson Crusoe, and many girls have had the 
same desire. Children are interested to construct 
Crusoe's house on a sand board from the descrip- 
tion, using twigs for the stockade. 

Page 144. Read this if possible in the spring. 
Show pictures of canoes and of Indians making 
canoes. Call on the children to bring any arti- 
cles of Indian workmanship they have at home. 



THIRD READER 59 

Show a piece of birch bark if possible. Before 
leaving this the children should commit at least 
one stanza to memory. Let each choose his own 
stanza. Read other selections from Hiawatha 
to the children. Children of this grade usually 
like the portion which gives the Indian myth of 
winter and spring, representing them as an old 
gray man and a radiant youth; the "Four 
Winds;" the slaying of Pearl Feather; "Hia- 
watha's Fishing," etc. 

Page 150. This is an incident story. Treat 
it as such. The only point of moral point is that 
it suggests the wrong of deceiving little children 
for the sake of having fun with them. Also the 
fact that the child wanted the gold for her friends 
gives a suggestion in a good direction. 

Pa g e 155- See note on page 238 of the 
reader. 

Page 157. See the note on page 238. 

Page 158. This selection is from Andrea 
Hofer Proudfoot's Child's Christ Tales, a book 
so sweet and charming that it has had a very 
large sale everywhere. Published by A. Flanagan 
Co. The picture here given is a copy of one of 
the world famous pictures. 

Page 166. Children are not usually interested 
in reminiscent selections, because, not having 
lived to any great extent, they have not life to 
look back over; but in this poem, the reminis- 



60 INDIANA READING MANUAL 

cences fit into the child's present experiences so 
well in the main, that with skilful teaching, 
abundant interest is shown. Talk with the chil- 
dren about visits they have made to the country, 
or, if they are country children, about visits they 
have made to relatives near them. See note on 
page 238. 

Page 168. This is a very interesting story, 
but it is of a time and of customs very different 
from anything in the children's experience. They 
will therefore need more assistance from the 
teacher in getting the setting of the story than 
in any story of the present day. Give them a 
description of a tournament and tell them of the 
custom of the Judgment of God. The teacher 
will find a good description of both for her own 
in formation in Scott's Ivanhoe. Bring out the 
dog's sagacity and love for his master strongly. 
See the note on page 238 of the reader. 

Page 179. See the note on page 239 of the 
reader. 

Page 180. Holland is an intensely interesting 
country to children. The odd contrasts with our 
customs attract the children by their novelty. 
This is a selection from Mary Mapes Dodge's 
"Hans Brinker or the Silver Skates," which is 
a highly interesting book, both to children and 
to grown people, and a very profitable one, as 
well, from the information it contains. Help the 



THIRD READER ( ' 1 

children all yon ran to picture this country as 
it lies below the level of the sea, and the devas- 
tation thai results when the dikes break. See 
the note on page 239. 

Page [82. The preparation given in the pre 
ceding lesson should enable the children to un- 
derstand the situation given in this poem. See 
note on page 239 of the reader. Be sure that 
the children know the meaning of such words as 
refer to the dikes. This lesson gives opportunity 
for very good work in finished careful reading 
It is worth dwelling upon until the children are 
filled with enthusiasm for the little hero, and read 
with spirit. 

Page [89. Do not pass over this because it 
may seem trite to you. Tt is a selection from 
some of the very best literature in the English 
language. Tt contains a beautiful picture, which 
should appeal especially to the experience of 
children in the country. Discuss with them the 
kinds of soil mentioned and the growth of plants 
in such places. Show a copy of Millet's Sower. 
One may be bought from the Perry Picture Com- 
pany for a cent. Let the children see how grain 
was sowed before we had machinery for sowing 
it. Then read this selection. 

Page 200. Children are so far removed from 
the conditions mentioned in this poem that it 
might almost as well be ancient history. Before 



62 INDIANA READING MANUAL 

reading it, find out what they know about the 
Civil War, and give them a brief view of the 
conditions in the United States when this inci- 
dent occurred. As part of their preparation, 
after they have had the above, read the- poem 
as a whole to them without comment. Don't 
read it indifferently, but well and with spirit to 
make the children enthusiastic to start with. 
See page 239 of the reader. 

Page 204. Some history work must be done 
here before the children can be expected to read 
the selection well. The children are likely to 
have some vague information concerning the 
Revolution and they have probably heard of the 
Boston Tea Party. Let them tell all they know 
and then clear up their ideas as much as possible. 
Tell them something about the battles of Bunker 
Hill and Valley Forge. 

Page 213. See note on page 239. 

Page 214. This selection is taken almost 
word for word from Hawthorne's "Wonder 
Book," which may be bought for a very small 
amount of money. 

It records one of the Labors of Hercules. 
Children are always interested in these. If pos- 
sible read something about them to the children. 
Francillon's "Gods and Heroes,'' published by 
Ginn, contains a very good account of them. 
See note on page 240. 



THIRD READER 63 

Page 232. See note on page 240. The 
children have never seen a field of daffodils, but 
most of them have seen a field full of some kind 
of blossoming plants or weeds. Let them recall 
such experiences, and try to imagine a wide 
stretch of golden yellow daffodils. They may not 
know the daffodils by this name, but nearly all 
know the flower under some name, having seen it 
early in the spring. Daffodils are brilliant yellow 
flowers with sedge-like or grass-like leaves, and 
quite commonly called Easter flowers, because 
they bloom at about Easter time. 



Blackboard Reading Lessons 

Annie Klingensmith. This book gives detailed 

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words, sounds, writing, tor the first three months of 
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Price, $0.25 



Household Stories 

Annie Klingensmith. Household Stories is a very 
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Price, $0.35. 



Norse Gods and Heroes 

Annie Klingensmith. This book is suitable for the 
children's own reading in the second and third grades. 
It is also well adapted for language reproduction. 

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